1. Already thinking about goals for next school year….Something I definitely need to improve on is building a “classroom community.” I realized by the end of the school year, that some students still didn’t know their classmates’ names. (My classes are a mix of 9-12 graders. I do a few icebreakers at the beginning of the year, but after that, it’s hard to implement them once we got rolling on a project. Doesn’t help that my classes can have up to 36 students too.)

    My 3rd period, which eventually shrank to 29 students, became very social with each other (in a GOOD WAY), and some of them noticed this because of the small class. HMMMMMM…..

    I also need to be more positive and supportive of EVERYONE.

    It’s just…you have that one or two students who chooses to take the easy way out with every project, or tries to do the bare minimum (and makes excuses for why they feel that they don’t have to follow project requirements), or just does no work at all…(I found that if a student got really behind on a project, usually because they were truant several days in a row, they just stopped working.)

    I tried calling a few parents about these students, explaining the situation and how that affects their grade, and one of the moms’ replied (son was a 9th grader), “Well if he doesn’t like the work, he won’t do it.”

    Thanks. That helps.

    Some of the parents I could never reach. Makes you really think about what’s going on at home…

  2. Starting a new unit tomorrow on papier-mache that I’ve never taught before.

    I always start with a PowerPoint usually on the history of the material….yes, we should just jump into the art-making, but I feel better by giving some context.

  3. Another great “brain break.” I can totally see this one happen in my classroom!

  4. I love this idea…Since my classes are 90 min, I need to include little “brain breaks” during long work periods. I definitely want to try some of these next semester!

  5. This just in: missing assignments hurt your grade!

    • Student: Ms. D, you posted grades last night and you gave me a zero for one assignment. It's really hurting my grade, so...
    • Me: Well. Yes. That's what happens when you don't turn assignments in?
    • This conversation is repeated probably at least once a week....Which is why I try to grade assignments as quickly as possible so I can post those grades with the zeros!
    • What surprises me is the students (high schoolers) come to me asking about the zero, rather than the parents contacting me about it...especially those students who have several zeros...
  6. Stress levels are going up…

    Since both of my classes are reaching the end of their current projects, I need to begin prepping NOW for the next ones. I already have the resources, but I need to tweak, reread, possibly redraw, copy, everything so I know what to teach.

    I also have to plan and order supplies for next semester’s sculpture class, since I’ll be teaching lessons that are different than the other sculpture teacher’s lesson plans (basically, she found it too stressful for herself to share the projects, materials, and the classroom with me…so I decided to just do my own projects, as long as I’m hitting the similar standards and outcomes as her projects). Luckily it’s only one class I need to order for, but I do have to do some shopping in stores in order to get cheaper prices (hey coupons!).

    PLUS it’s the end of another 6-week grading period, so I have stacks of notebooks that I need to grade.

    AND I’m worrying about my students who have Fs because they haven’t turned in work, or they’re really behind, or they’ve been absent several times and haven’t made an effort to catch up…

    UGH.

    I know everything will fall into place and work itself out, but I have to do stuff in order to make that happen.

    Once again, another weekend spent lesson planning. I hope I don’t have to do this so often for my 3rd year of teaching…

  7. The vocabulary game I played is called SLAP…because students have to quickly take a vocab card from their table, and usually this results in slapping the table. 

    The teacher can read the definition, or show an image, or show a slide that has the definition, and then when the teacher counts to 1, 2, 3…at 3, the students then try to slap the word.

    If the student slaps before “3”, their partner gets the card. Since I had about 17 pairs of students playing, I couldn’t check whether everyone was following those rules…

    Like I said, MOST students got into it and tried. (I am concerned about my EL kids though…I tried to pair them together to make it more “fair.”)

    I gave a small piece of candy to everyone who “won” (since they played in pairs, the person who wins is the one who got the most cards). I’m thinking of playing again right before they take their quiz.

    It’s like the “running to slap the word on the wall” game except in pairs. With about 34 students in each class, I would quickly lose student engagement if I only had two people playing at a time.

    The only prepping was making the cards for the game…You could have students make them for you too.

  8. msleahhbicoftheartroom:

hipsterenglishteacher:

They’re so needy and high-strung; everything is an emergency that must be handled immediately or the entire world will fall apart.
Not to mention, they have attention spans of fruit flies.

My thoughts on first quarter 6th graders. I love them, but they also make me nuts.
The constant emergency (read: narcissistic) thing is what’s really working my nerve. I can’t conference with a student for more then ten seconds without being interrupted by another student who feels that their problem is big enough to warrant disrupting and disrespecting another student’s time. I say “it’s not your turn” more times then I would like to admit. 

This will continue into high school. I experience this almost everyday….

    msleahhbicoftheartroom:

    hipsterenglishteacher:

    They’re so needy and high-strung; everything is an emergency that must be handled immediately or the entire world will fall apart.

    Not to mention, they have attention spans of fruit flies.

    My thoughts on first quarter 6th graders. I love them, but they also make me nuts.

    The constant emergency (read: narcissistic) thing is what’s really working my nerve. I can’t conference with a student for more then ten seconds without being interrupted by another student who feels that their problem is big enough to warrant disrupting and disrespecting another student’s time. I say “it’s not your turn” more times then I would like to admit. 

    This will continue into high school. I experience this almost everyday….

  9. In response to my previous post about papier-mache letters…

    Oooo, Robert Indiana, yes!

    I like the stacking of letters too! I’ll keep him in mind.

  10. I’m trying to use Pinterest more potential projects for my 3D class…How about papier-mache letters/words?

    There are many artists who use words/font I could reference…I don’t want to do “Pop Art” but somehow we could explore the use of typography?…Color schemes?…

    Hmmm, trying to get those gears going in my head.

  11. Grading….

    So when I say “no name, no grade,” I actually mean that.

    And I got a few notebooks with no names. So I couldn’t grade them. 

    And now there’s that one student asking me why they got a zero…And their notebooks are at school, not with me.

About me

28 year old high school art teacher who likes to paint, draw, read, and craft. In my town, there is a street called "Paintbrush Drive." users online

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